what are thesis advisor

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Advising guide for research students.

Success as a graduate student is a shared responsibility between students and faculty. For research students, the relationship with your research advisor, also known as your special committee chair, is extremely important. 

Your responsibility to identify and choose an advisor is one of the most critical tasks you have early in your graduate school career. It’s an opportunity to meet and get to know faculty in your field, to assess your needs for support and supervision, and to collaboratively define your goals, values, and strategic plan for your academic and professional career.

Graduate School Requirement

At Cornell, the faculty advisor in research degree programs is referred to as the special committee chair.

Doctoral students have a special committee of at least three Cornell faculty, which includes the special committee chair and two minor committee members.

Master’s students have a special committee of at least two Cornell faculty, which includes the special committee chair and one minor member.

For both doctoral and master’s degree students, the special committee chair must be a graduate faculty member in the student’s own field.

Definition of an Advisor

Advising  and  mentoring  are often used interchangeably, but understanding the distinctions is important as you choose an advisor.

Advisor Responsibilities

• Guides you in meeting the requirements and expectations for your degree
• Required coursework
• Exams required by the graduate field or the Graduate School
• Research proposal/prospectus
• Research project
• Thesis or dissertation
• Writes informed letters of recommendation for your job applications
• May be a valued colleague or collaborator after you graduate

Mentor Responsibilities

• Provides support and guidance that extends beyond scope of advising
• Demystifies the structure, culture, and unstated expectations of graduate education
• Expands your professional network by introducing you to others
• Provides nominations for awards or other recognitions
• Brings job opportunities to your attention and writes letters of recommendation as you apply for jobs
• Advocates for you within the graduate program and discipline
• May serve as a role model and source of inspiration
• May become a colleague and peer in your discipline and may continue serving a mentoring role

Finding an Advisor

When do i select my first advisor.

At Cornell, the process for obtaining your first advisor varies by field.

Your faculty advisor may be assigned prior to your arrival or you may begin your program with a faculty member you met during the application process.

In some graduate fields, the faculty director of graduate studies (DGS) advises all incoming students. This provides you with time to get to know faculty in your field. By the end of the first semester or year (varying by field), it’s expected that you will have identified your own, long-term advisor. 

In fields where students apply to study with a specific faculty member (rather than do rotations and choose a lab or research group and advisor), you will have chosen an advisor prior to arriving on campus.

You can begin initial conversations about expectations and the advising relationship with your new advisor prior to the start of your program via email.

Start your graduate study and research with clear expectations and thoughtful communication about your plans for an effective advising relationship and success in graduate school.

How do I find an advisor? 

Meet and get to know faculty in your courses and in graduate field seminars and other events.

Talk to advanced students about their experiences and perceptions of the faculty in your programs and ask questions about possible advisors:

• How would you describe their approach to advising?
• What can you tell me about their work style?
• What can you tell me about their research interests?
• How good are their communication skills?
• How clear are their expectations for their graduate students?
• Do they use timeliness in reviewing their students’ writing and their approach to giving feedback?
• How available are they to meet with their graduate students?

After you have gathered information, make an appointment to meet with a potential advisor.

Possible Questions

• Is there a typical timeline you encourage your students to follow in completing their degree programs?
• How often do you meet with your students at different stages of their graduate program? (For example, during coursework, research, and writing stages)
• What are your expectations for students to make conference presentations and submit publications?
• What are your authorship policies? (This is especially relevant in fields where there is collaborative research and publishing involving the student and advisor or a group of students, postdocs, and faculty.)
• How soon should I identify my research project?
• How do you describe the degree of guidance and supervision you provide with regards to your students becoming more independent in their research and scholarship?
• If you are joining a lab or research group: What are the sources of funding for this research? Are there any new or pending research grants?
• How many of your students seek, and secure, external funding? What are your expectations for students to apply for external fellowships?
• Do you have a statement of advising you can share that lists our respective responsibilities and clarifies mutual expectations?
• What’s your advice on how students can manage what they find to be the biggest challenges in their graduate program?

Add other questions to your list based on your own needs and specifics of your program, such as questions about specialized equipment, lab safety, travel to field sites, support and accommodations for special health needs, communication during a faculty member’s sabbatical, funding in fields where there are fewer fellowships and research grants, etc.

Getting Other Mentoring Needs Met

How do i find other mentor(s) .

You may find one faculty member who can serve as both advisor and mentor, but that’s not always the case.

Consider identifying and cultivating additional mentors if that is the case. 

Suggestions on where to look for a mentor:

• The minor members of your special committee
• A faculty member who is not on your committee, and perhaps not even in your graduate field
• Peers and postdoctoral fellows who have knowledge and experience in pertinent issues

No one mentor can meet all your needs.

Good mentors have many emerging scholars they are working with and many other demands on their time, such as teaching, research, and university or professional service. They also may not have all the expertise you need, for example, if you decide to search for jobs in multiple employment sectors.

Develop a broad network of mentors whose expertise varies and who provide different functions based on your changing needs as you progress from new student to independent scholar and researcher.

NCFDD offers a webinar, “ Cultivating Your Network of Mentors, Sponsors, and Collaborators “, which students can view after activating a free NCFDD membership through Cornell.

Maximizing the Advising Relationship

A successful relationship with your advisor depends on several different factors and varies with needs and working styles of the individuals. Some of these factors are under your control. But some are not. 

Suggestions for Building a Successful Advising Relationship

• Identify what you need from an advisor.
• Communicate clearly and frequently with your advisor to convey your questions, expectations, goals, challenges, and degree progress. Follow up verbal communication and meetings with an email detailing your understanding of what you both agreed to and next steps.
• Update your written academic plan each semester or whenever major changes or adjustments are needed.
• Consider including your plans to write competitive fellowship applications and co-authored grant proposals.
• Consider including  plans for professional development  that support your skill-building objectives and career goals.
• Recognize that you and your advisor have distinct perspectives, backgrounds, and interests. Share yours. Listen to your advisor’s. There is mutual benefit to sharing and learning from this diversity.
• Work with your advisor to define a regular meeting schedule. Prepare and send written materials in advance of each meeting. These could include: your questions, academic and research plan and timeline, and drafts of current writing projects, such as fellowship applications, manuscripts, or thesis/dissertation chapters.
• Be prepared to negotiate, show flexibility, and compromise, as is important for any successful relationship.
• Be as candid as you are comfortable with about your challenges and concerns. Seek guidance about campus and other resources that can help you manage and address any obstacles.
• Reach out to others for advice. Anticipate challenges and obstacles in your graduate degree program and their impact on the advising relationship.

Be proactive in finding resources and gathering information that can help you and your advisor arrive at solutions to any problems and optimize your time together.

Making Use of Meetings

First meetings.

Your first meeting sets the tone for a productive, satisfying, and enduring relationship with your advisor. Your first meeting is an opportunity to discuss expectations and to review a working draft of your academic plan.

Questions to ask about expectations

• What do your most successful students do to complete their degree on time?
• How often do you want us to meet?
• May I send you questions via email, or do you prefer I just come to your office?
• Would you like weekly (biweekly? monthly?) updates on my research progress?
• Do you prefer reviewing the complete draft of a manuscript or may I send you sections for feedback?
• After each meeting, I’ll make a list of what we each agreed to do before our next meeting, to help me keep moving forward with my research. Would you like a copy of that list, too, via email?

Draft Academic Plan

Prepare and bring a draft plan that outlines your “big picture” plans for your coursework, research, and writing, as well as an anticipated graduation date. (Or, email in advance with a message, such as, “I’m looking forward to meeting with you on [date] at [time], [location]. In advance, I’m sending a copy of my academic plan and proposed schedule for our discussion.”)

Contents of the plan

• Include the requirements and deadlines of your degree program. (This is information you should be able to find online or in your program’s graduate student handbook.)
• Include a general timeline indicating when you plan to meet requirements for courses or seminars, any required papers (such as a second-year paper), exams required by the graduate field (such as the Q exam) or by the Graduate School (the A exam and the B exam for research degree students).
• If your graduate field has a specific set of required courses, indicate the semester you may complete each of them, and be open to suggestions from your advisor.
• If your field does not have required courses, have some idea about the courses you are interested in taking and solicit input and suggestions from your faculty advisor.

Subsequent Meetings

Use each subsequent meeting as an opportunity to update your written academic plan and stay on track to complete your required papers and exams, your research proposal or prospectus, and the chapters or articles that comprise your thesis or dissertation.

In later meetings, you can elaborate on your general initial plan:

• Adding specific coursework or seminars
• Add professional development opportunities that interest you (workshops, dissertation writing boot camp, Summer Success Symposium, Colman Leadership Program, etc.)
• Include intentions to participate in external conferences and travel to research sites
• Identify a semester or summer when you would like to complete an internship.

Your written plan is also important to document what your advisor has agreed to, especially when the deadline to submit a manuscript or your thesis is looming and you are awaiting feedback or approval from your advisor. Use a combination of oral and written communications to stay in touch with your advisor, establish common expectations, and mark your progress toward degree completion.

Meeting Frequency

The frequency of meetings between advisors and advisees varies by field and individual. Assess your own needs and understand your advisor’s expectations for frequency of communication (in person and via email).

• Does your advisor like to provide guidance each step of the way so that he or she is aware of the details of everything you are doing?
• Does your advisor want you to launch your work more independently and report back at pre-determined or regular intervals?
• What do you need to be productive? Are you ready to work more independently?

Be proactive in seeking information. Explicitly ask how often your advisor usually meets with new students and how the advisor prefers to be updated on your progress in between meetings. Ask your peers how frequently they meet with their advisor and whether this has changed over time.

There will be disciplinary differences in meeting frequency.

• In humanities and in some social sciences, where library, archive, and field research take students away from campus, maintaining regular communication is essential, including through scheduled meetings, whether in-person or virtual.
• In life sciences and physical sciences and engineering, students often see their advisors daily in the lab or meet as a research group about externally funded projects; these regular check-ins and conversations may replace formal meetings. Make sure that you are also scheduling one-on-one times to talk about your broader goals and academic and career planning progress, however.

Some of your decisions about meeting frequency will be informed by talking to others, but much of it you learn through experience working together with your advisor. Even this will  change over time  as you become a more independent researcher and scholar. Communicate with your advisor regularly about your changing needs and expectations at each stage of your graduate career.

Resolving Conflict

In any relationship, there can be conflict. And, in the advisor-advisee relationship, the power dynamic created by the supervision, evaluation and, in some cases, funding role of your advisor can make conflicts with your advisor seem especially high.

You have options, however, including:

• Code of Legislation of the Graduate Faculty
• Campus Code of Conduct
• Policy on Academic Misconduct
• Research Misconduct
• Graduate School Grievance Policy
• Intellectual Property policies
• Graduate Student Assistantships (Policy 1.3)
• Talking with your advisor to clarify any miscommunication. Cornell University’s Office of the Ombudsman , one of the offices on campus that offers confidentiality, can also assist you by talking through the issue and helping you gather information you need before you speak directly with your advisor.
• Speaking with someone in the Graduate School, either the associate dean for academics ( [email protected] ) for academic issues, or the associate dean for graduate student life ( [email protected] ) for other issues. These deans will listen, offer advice and support, and coach you through any conversation you might want to have with your advisor. Together, you can brainstorm possible solutions and evaluate alternative plans for resolution.
• Touching base with your director of graduate studies (DGS) – if this person is not also your advisor – to talk to about policies and possible solutions to the conflict.
• Soliciting peer advice. Discuss strategies for managing and resolving conflict with your advisor. “Do you have any suggestions for me?” “Have you ever had an issue like this…?” can be effective questions.
• Identifying a new advisor if the conflict can not be resolved. Your DGS can help with this, and the Graduate School (as above) can help as well.

The National Center for Faculty Development and Diversity offers a webinar, “ How to Engage in Healthy Conflict “, which students can view after activating a free NCFDD membership through Cornell.

Changing Advisors

On occasion, students find that they need or want to change their advisor. An advisor can resign as the student’s special committee chair/faculty advisor. The  Code  of Legislation of the Graduate Faculty describes the rights and responsibilities of students and faculty in each of these situations.

Typical reasons to seek a new advisor include:

• Research interests that veer from the faculty’s expertise or ability to fund a certain project
• Your advisor retires or resigns from the university or takes an extended leave of absence for personal or professional reasons
• Differences in goals, values, or an approach to work or communication style that can’t be resolved
• Serious issues, involving suspected inappropriate behavior, questionable research conduct, or alleged bias, discrimination, or harassment

If you are considering changing advisors:

• Talk to a member of your committee, your director of graduate studies (DGS), or someone in the Graduate School about the proposed change. Some issues, such as funding, require timely attention.
• Identify other faculty members who could serve as your advisor, then meet with one or more of them. The goal is to decide together if you are a good fit with their program. Tips: Discuss or rehearse this conversation with a trusted person, especially if there were issues with your last advisor. Be transparent about these issues and address them going forward with a new advisor. Often prospective advisors are more willing to take on a new graduate student who conveys genuine enthusiasm for their area of study rather than a student who seems to be looking for a way out of a current advising relationship that has gone sour.
• Consider how and when to inform your advisor if you plan to change advisors. Be professional and respectful. Thank your advisor for past support and guidance. Don’t damage, or further damage, the relationship.
• Your DGS, if appropriate
• Office of the University Ombudsman
• Graduate School’s associate dean for graduate student life ( [email protected] )
• Graduate School’s associate dean for academics ( [email protected] )

Forms: 

• Use Student Center if you are changing your advisor before your A exam (for Ph.D. students).
• Use the Post A Committee Change Petition form for changes after the A exam. More information is available on the Graduate School’s Policy pages .

Challenges and Potential Solutions

All good relationships take work. To navigate an advising relationship successfully over time, you should familiarize yourself with some common challenges and possible actions to take.

Challenge: Mismatch in communication needs or style

One example of a communication challenge in an advising relationship is when you want input along the way during a writing project, but you have an advisor who prefers to wait to comment on a complete written draft.

Some possible steps to address this might be to talk to peers about they have handled this in their relationship with their advisor or to explain to your advisor how his or her input at this earlier stage will help speed you along toward having a complete draft for review. It’s important in communicating with your advisor to show that you understand what alternative they are proposing and why (e.g., “I understand that …”).

Challenge: Advisor unavailable or away

Your advisor might be away from campus for a semester or more to conduct research or take a sabbatical leave. Or when a grant proposal deadline or report is looming, your advisor might be less available. Maybe you’ve emailed your advisor several times with no response.

Planning and stating in advance what you need, such as feedback on a manuscript draft or signatures on a fellowship application, can help your advisor anticipate when you will have time-sensitive requests. Making plans in advance to communicate by email or video conference when either of you will be away from campus for a longer period of time is another useful strategy. Your director of graduate studies (DGS) and other faculty who serve as special committee members can also provide advice when your advisor is unavailable.

Challenge: Misaligned expectations

You are ready to submit a manuscript for publication. Your advisor says it needs much more work. Or you begin your job search, applying to liberal arts colleges with very high reputations, or schools in your preferred geographic location, but your advisor insists that you should apply for positions at top research universities.

Discussing your needs and expectations early, and often, in the advising relationship is essential. Get comfortable, and skilled, advocating for yourself with your advisor. Use the annual  Student Progress Review  as an opportunity to communicate your professional interests and goals with your advisor. Use multiple mentors beyond your advisor to get advice and expertise on topics where you need a different perspective or support.

Sometimes challenges can become opportunities for you to develop and refine new skills in communication, negotiation, self-advocacy, and management of conflict, time, and resources. For example, although you might feel abandoned if your advisor is unavailable for a time, even this potentially negative experience could become an opportunity to learn how to advocate for yourself and communicate about your needs and perceived difficulties in the relationship.

Advising Resources

Graduate School deans and directors  are available to answer academic and non-academic questions and provide referrals to useful resources.

Counseling and Psychological Services  (CAPS) staff offer confidential, professional support for students seeking help with stress, anxiety, depression, grief, adjustment challenges, relationship difficulties, questions about identity, and managing existing mental health conditions.

Let’s Talk Drop-in Consultations  are informal, confidential walk-in consultations at various locations around campus.

External Resources

University of Michigan Rackham, How to Get the Mentoring You Want  

Laura Gail Lunsford & Vicki L. Baker, 2016, Great Mentoring in Graduate School: A Quick Start Guide for Protégés

Michigan State University, Guidelines for Graduate Student Advising and Mentoring Relationships  

Michigan State University, Graduate Student Career and Professional Development  

Template for Meeting Notes

Adapted and expanded from Maria Gardiner, Flinders University © Flinders University 2007; used with permission and published in  The Productive Graduate Student Writer  (Allen, 2019). Used here with permission of the author and publisher.  

Use this template for making notes to help you plan for a productive meeting with your advisor, keep track of plans made, and clearly identify next steps that you’ll need to take to follow up on what you discussed.

Mentoring Resources

Graduate school programs focused on mentoring, building mentoring skills for an academic career.

Develop and enhance effective communication and mentorship skills that are broadly transferrable to all careers. Offered by Future Faculty and Academic Careers.

Graduate and Professional Students International (GPSI) Peer Mentoring Program

Share lessons learned as a new international student at Cornell as a peer mentor with new international student peer mentees. Offered by the GPSI in collaboration with the Graduate School Office of Inclusion and Student Engagement.

Graduate Students Mentoring Undergraduates (GSMU)

Share knowledge with and provide support to undergraduate students interested in pursuing further education. Offered in collaboration with the Office of Academic Diversity Initiatives (OADI).

Multicultural Academic Council (MAC) Peer Mentoring Program

Develop strategies to excel academically and personally at Cornell and beyond as a peer mentee or share strategies as a peer mentor. Offered by MAC in collaboration with the Graduate School Office of Inclusion and Student Engagement.

NextGen Professors Program

Learn from faculty in Power Mentoring Sessions and prepare for careers across institutional types. Offered by the Graduate School Office of Inclusion and Student Engagement and Future Faculty and Academic Careers.

Graduate School Programs with a Mentoring Component

Graduate school primer: navigating academia workshop series.

Program for new students on navigating graduate school with sessions on mentoring.

Perspectives: The Complete Graduate Student

Program for continuing students on common issues with some sessions on mentoring.

GPWomeN-PCCW Speaker Series

Series for all students featuring talks by Cornell alumnae with an occasional mentoring focus.

Future Professors Institute

One-day event featuring workshops and guest speakers with occasional mentoring focus.

Intergroup Dialogue Project (IDP)

Peer-led courses blending theory and experiential learning to facilitate meaningful communication with occasional mentoring focus.

Building Allyship Series

Series for the campus community featuring panels designed for productive dialogue with occasional mentoring focus.

Institutional Memberships

Center for the integration of research, teaching, and learning (cirtl) network.

Access to resources on teaching and research mentoring.

Access to career development and mentoring resources.

New York Academy of Sciences (NYAS)

Access to resources, including webinars and articles on mentoring.

Mentoring Programs Across Campus

Give and receive advice as part of a peer mentoring program for all College of Engineering students. Offered by the College of Engineering Office of Inclusive Excellence.

Mi Comunidad/My Community

Peer mentoring program run by graduate and professional students affiliated with the Latin@ Graduate Student Coalition (LGSC) and supported by the Latina/o Studies Program (LSP) and Latina/o/x Student Success Office (LSSO) at Cornell University.

Additional Resources:

• Mentoring and Leadership Tips from Graduate School Programs
• Cornell University Office of Faculty Development and Diversity – Resources for Mentors and Mentees
• Careers Beyond Academia LibGuide
• National Research Mentoring Network

Graduate School Articles on Mentoring:

• Alumna Addresses Importance of Mentoring
• Becoming Better Mentors Through Workshop Series
• August Offers Mentoring Advice
• ‘A Better Chance of Providing Access’: Future Professors Institute Fosters Inclusivity

Virtual Training and External Resources

• How to Get the Mentoring You Want: A Guide for Graduate Students – University of Michigan, Rackham Graduate School
• The Science of Effective Mentorship in STEMM – National Academies of Sciences, Engineering, Medicine
• Mentor Training: Online Learning Modules – University of Minnesota Clinical and Translational Science Institute
• Mentor Curricula and Training: Entering Mentoring – Center for the Improvement of Mentored Experiences in Research

For other resources, view the Advising Guide for Research Students.

If there is anything not included on this list that we should consider, please send the information and a link to [email protected] .

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Choosing a Thesis Advisor: A Complete Guide

One of the most important choices that you will make about your dissertation or thesis happens before you write a single word. Choosing a thesis advisor or dissertation advisor (often referred to as a dissertation chair) will have a significant impact on your entire dissertation writing experience, and for many years to come. For many doctoral students, their thesis advisor is their single greatest influence in graduate school. 

Selecting a thesis advisor is a big decision with far-reaching implications. The stakes are very high, and it is imperative to choose your thesis advisor wisely. There are many factors to consider when choosing a thesis advisor, from expertise to personality, and it pays to think carefully and weigh your options before approaching a faculty member to chair your dissertation committee . While there are subtle differences between a dissertation chair and a thesis advisor, we’ll focus on the commonalities in this article.

These are commonly asked questions about selecting a thesis advisor: 

• What does a thesis advisor do? 
• How should I choose my thesis advisor?
• What makes a faculty member a good thesis advisor? 
• What if it doesn’t work out with my thesis advisor? 

Thesis Advisor Responsibilities

While writing a dissertation is a largely solitary pursuit, a good thesis advisor will be with you every step of the way. While you are very much in the driver’s seat, it is your thesis advisor’s job to keep you off the guardrails. And deploy the airbag, if necessary. There are a few purposes that your thesis advisor will serve during your time together. 

Guidance . While the dissertation process is new to you, your thesis advisor will know it very well. She will help you navigate the obstacles and pitfalls that have derailed many projects–department politics, university regulations, funding, research opportunities, etc. Your thesis advisor will also serve as a sounding board as you distill the nebulous concept of your research project into a fully-formed idea that you can move forward with. 

Organization . A good thesis advisor will run a tight ship and keep your dissertation project moving like clockwork. As a researcher, it’s very easy to get lost in the minutiae of the literature, and it’s not difficult to find yourself trapped down a rabbit hole of scholarship. Regular milestones set by your thesis advisor are a great way to stay on track and maintain forward momentum. 

Mentorship. While an effective thesis advisor will ensure that you see your project to fruition, a great one will be with you for decades. Though I graduated with my Ph.D. in 2012 and I’m now an associate professor myself, my thesis advisor remains a guiding light in my career. Your thesis advisor can be a cornerstone of your professional network. 

Choosing a Thesis Advisor

So, how do you select a faculty member to chair your dissertation committee? With extreme care. Once you have set your sights on a dissertation chair or thesis advisor, the next step is the Big Ask. I remember being very nervous to approach the faculty member who became my chair– it seemed like such an imposition, but, as a grad student in her department, I was already on her radar. Keep in mind, your faculty members are expecting to be asked to chair dissertation committees, and they may even be a little flattered that you chose them. 

While chairing and serving on dissertation committees is a requirement for the tenured and senior faculty members in your department, it’s a lot of work. Make no mistake: accepting the role of your dissertation chair makes them nervous, too. As a faculty member, I can say with absolute certainty that a good dissertation chair will be almost as invested in your dissertation as you are. 

What Makes a Strong Thesis Advisor?

There exists a gulf between what many students desire in a dissertation chair or thesis advisor and what they actually need. While there may be a temptation to approach one of your department’s superstar faculty members to chair your committee, this may not serve you in the long term. Faculty members who have made a name for themselves through an abundance of publications, grants, awards, and conference appearances typically have jam-packed schedules, and it may be difficult for them to make you and your dissertation a priority. 

A safer bet that is likely to have a more rewarding outcome is to work with a faculty member who has already shown enthusiasm for your work. Select a thesis advisor who makes time for you, and one who always responds to your emails. This is the person you want in your corner during the sometimes stressful journey of researching and writing a dissertation. Also, it never hurts to spend some time talking to potential dissertation chairs or dissertation advisors. Get all of your questions answered, and then make a decision. 

What If It Doesn’t Work Out?

The possibility that your thesis advisor is a bad fit for your project or is incompatible for some other reason is a worst-case scenario that lurks in the furthest reaches of every graduate student’s mind. There’s no way to sugarcoat it: this is not a good situation to be in, and it can derail dissertations. The soundest strategy for dealing with an internecine conflict with your thesis advisor is prevention. 

This is why it is vital to do your homework and put a lot of thought into choosing your thesis advisor. Find someone you are compatible with and make sure you’re on the same page. Check in with them regularly, and keep them updated. Clear communication is a great way to ensure a solid partnership with your dissertation chair. Don’t forget, your dissertation chair should also be making your success a priority. You should be comfortable enough to ask questions and let them know what’s on your mind. 

The good news is that a bad fit isn’t likely to happen. Most grad students have a completely workable relationship with their dissertation chairs, and for many it turns into a long friendship built on mutual respect and admiration. Personally, every time I serve on a doctoral student’s dissertation committee, I feel a tremendous amount of pride and satisfaction when they take their place in the academic world. It’s truly an honor to help them achieve such a major milestone in their academic career, and I’m delighted to be part of it. 

Related posts:

Courtney Watson, Ph.D.

Courtney Watson, Ph.D. is an Associate Professor of English at Radford University Carilion, in Roanoke, Virginia. Her areas of expertise include undergraduate and graduate curriculum development for writing courses in the health sciences and American literature with a focus on literary travel, tourism, and heritage economies. Her writing and academic scholarship has been widely published in places that include  Studies in American Culture ,  Dialogue , and  The Virginia Quarterly Review . Her research on the integration of humanities into STEM education will be published by Routledge in an upcoming collection. Dr. Watson has also been nominated by the State Council for Higher Education of Virginia’s Outstanding Faculty Rising Star Award, and she is a past winner of the National Society of Arts & Letters Regional Short Story Prize, as well as institutional awards for scholarly research and excellence in teaching. Throughout her career in higher education, Dr. Watson has served in faculty governance and administration as a frequent committee chair and program chair. As a higher education consultant, she has served as a subject matter expert, an evaluator, and a contributor to white papers exploring program development, enrollment research, and educational mergers and acquisitions.

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Dissertation Advisor 101

How to get the most from the student-supervisor relationship

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | January 2024

Many students feel a little intimidated by the idea of having to work with a research advisor (or supervisor) to complete their dissertation or thesis. Similarly, many students struggle to “connect” with their advisor and feel that the relationship is somewhat strained or awkward. But this doesn’t need to be the case!

In this post, we’ll share five tried and tested tips to help you get the most from this relationship and pave the way for a smoother dissertation writing process.

Overview: Working With Your Advisor

• Clarify everyone’s roles on day one
• Establish (and stick to) a regular communication cycle
• Develop a clear project plan upfront
• Be proactive in engaging with problems
• Navigate conflict like a diplomat

1. Clarify roles on day one

Each university will have slightly different expectations, rules and norms in terms of the research advisor’s role. Similarly, each advisor will have their own unique way of doing things. So, it’s always a good idea to begin the engagement process by clearly defining the roles and expectations in your relationship.

In practical terms, we suggest that you initiate a conversation at the very start of the engagement to discuss your goals, their expectations, and how they would like to work with you. Of course, you might not like what you hear in this conversation. However, this sort of candid conversation will help you get on the same page as early as possible and set the stage for a successful partnership.

To help you get started, here are some questions that you might consider asking in your initial conversation:

• How often would you like to meet and for how long?
• What should I do to prepare for each meeting?
• What aspects of my work will you comment on (and what won’t you cover)?
• Which key decisions should I seek your approval for beforehand?
• What common mistakes should I try to avoid from the outset?
• How can I help make this partnership as effective as possible?
• My academic goals are… Do you have any suggestions at this stage to help me achieve this?

As you can see, these types of questions help you get a clear idea of how you’ll work together and how to get the most from the relatively limited face time you’ll have.

Need a helping hand?

2. Establish a regular communication cycle

Just like in any relationship, effective communication is crucial to making the student-supervisor relationship work. So, you should aim to establish a regular meeting schedule and stick to it. Don’t cancel or reschedule appointments with your advisor at short notice, or do anything that suggests you don’t value their time. Fragile egos are not uncommon in the academic world, so it’s important to clearly demonstrate that you value and respect your supervisor’s time and effort .

Practically speaking, be sure to prepare for each meeting with a clear agenda , including your progress, challenges, and any questions you have. Be open and honest in your communication, but most importantly, be receptive to your supervisor’s feedback . Ultimately, part of their role is to tell you when you’re missing the mark. So, don’t become upset or defensive when they criticise a specific aspect of your work.

Always remember that your research advisor is criticising your work, not you personally . It’s never easy to take negative feedback, but this is all part of the learning journey that takes place alongside the research journey.

3. Have a clear project plan

Few things will impress your supervisor more than a well-articulated, realistic plan of action (aka, a project plan). Investing the time to develop this shows that you take your project (and by extension, the relationship) seriously. It also helps your supervisor understand your intended timeline, which allows the two of you to better align your schedules .

In practical terms, you need to develop a project plan with achievable goals . A detailed Gantt chart can be a great way to do this. Importantly, you’ll need to break down your thesis or dissertation into a collection of practical, manageable steps , and set clear timelines and milestones for each. Once you’ve done that, you should regularly review and adjust this plan with your supervisor to ensure that you remain on track.

Of course, it’s unlikely that you’ll stick to your plan 100% of the time (there are always unexpected twists and turns in a research project. However, this plan will lay a foundation for effective collaboration between yourself and your supervisor. An imperfect plan beats no plan at all.

4. Engage with problems proactively

One surefire way to quickly annoy your advisor is to pester them every time you run into a problem in your dissertation or thesis. Unexpected challenges are par for the course when it comes to research – how you deal with them is what makes the difference.

When you encounter a problem, resist the urge to immediately send a panicked email to your supervisor – no matter how massive the issue may seem (at the time). Instead, take a step back and assess the situation as holistically as possible. Force yourself to sit with the issue for at least a few hours to ensure that you have a clear, accurate assessment of the issue at hand. In most cases, a little time, distance and deep breathing will reveal that the problem is not the existential threat it initially seemed to be.

When contacting your supervisor, you should ideally present both the problem and one or two potential solutions . The latter is the most important part here. In other words, you need to show that you’ve engaged with the issue and applied your mind to finding potential solutions. Granted, your solutions may miss the mark. However, providing some sort of solution beats impulsively throwing the problem at your supervisor and hoping that they’ll save the day.

Simply put, mishaps and mini-crises in your research journey present an opportunity to demonstrate your initiative and problem-solving skills – not a reason to lose your cool and outsource the problem to your supervisor.

5. Navigate conflict like a diplomat 

As with any partnership, there’s always the possibility of some level of disagreement or conflict arising within the student-supervisor relationship. Of course, you can drastically reduce the likelihood of this happening by implementing some of the points we mentioned earlier. Neverthless, if a serious disagreement does arise between you and your supervisor, it’s absolutely essential that you approach it with professionalism and respect . Never let it escalate into a shouting contest.

In practical terms, it’s important to communicate your concerns as they arise (don’t let things simmer for too long). Simultaneously, it’s essential that you remain open to understanding your supervisor’s perspective – don’t become entrenched in your position. After all, you are the less experienced researcher within this duo.

Keep in mind that a lot of context is lost in text-based communication , so it can often be a good idea to schedule a short call to discuss your concerns or points of contention, rather than sending a 3000-word email essay. When going this route, be sure to take the time to prepare a clear, cohesive argument beforehand – don’t just “thought vomit” on your supervisor.

In the event that you do have a significant disagreement with your advisor, remember that the goal is to find a solution that serves your project (not your ego). This often requires compromise and flexibility. A “win at all costs” mindset is definitely not suitable here. Ultimately, you need to solve the problem, while still maintaining the relationship .

If you feel that you have already exhausted all possible avenues and still can’t find an acceptable middle ground, you can of course reach out to your university to ask for their assistance. However, this should be the very last resort . Running to your university every time there’s a small disagreement will not serve you well.

Recap: Key Takeaways

To sum up, a fruitful student-supervisor relationship hinges on clear role definition , effective and regular communication , strategic planning , proactive engagement , and professional conflict resolution .

Remember, your dissertation supervisor is there to help you, but you still need to put in the work . In many cases, they’ll also be the first marker of your work, so it really pays to put in the effort and build a strong, functional relationship with them.

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Building your thesis committee

Choosing a faculty member for your thesis committee.

Thesis committees are typically composed of a Thesis Advisor from your major department, an Honors Council Representative from your major department, and a third committee member from outside your major department, usually referred to as the Outside Reader . Your thesis advisor is different from your Academic Advisor, and is always a faculty member.  While Academic Advisors are your best resource for planning out your course schedules and making sure you're on track to graduate with all the credits you need, when it comes to working on your thesis, you should direct your questions to your thesis advisor, Honors Council Representative, other members of your committee, or the Honors Program staff.

Thesis committee makeup can vary, but committees must always include at least three eligible members of the CU Boulder faculty (see Thesis Committee Policy below) in the roles of thesis advisor, Honors Council representative, and outside/third reader.  You are welcome to have additional members on your committee, provided they meet the eligibility requirements.  We recommend that you have no more than 5 members, as it becomes quite difficult to coordinate that many schedules when it's time for you to schedule your defense.

Eligibility Requirements

To be eligible to serve on a thesis committee, one must be a regular full-time faculty member or a multi-year contract instructor involved in an instructional program at the University of Colorado Boulder. In terms of rank, this means Professor, Associate Professor, Assistant Professor, Teaching Associate Professor (Senior Instructor), or Teaching Assistant Professor (Instructor). Additionally, faculty must hold a terminal degree in their field (usually a Ph.D.), and should have experience teaching or mentoring undergraduate students.  Graduate students are not eligible to serve.

Faculty Eligible to Serve

To find a list of Honors Council Representatives, please click here

To see a searchable PDF of faculty members that have been verified as eligible to serve, please click here *

To see a searchable and sortable Excel file of faculty members that have been verified as eligible to serve, please click here *

*This is NOT a complete list of faculty who are eligible to serve; this is simply a list of faculty who have served previously and were verified as eligible at that time.  Please note that eligibility can change as circumstances with faculty change (for example, a faculty member changes rostered departments or leaves the university).  

If you do not see a faculty member in this list and would like them to serve on your committee, you will need to verify their eligibility to serve.  Please see the information outlined in the "Eligibility Requirements" paragraph above to get a feel for the criteria, and then look up information on your faculty member.   A great resource to check eligibility is experts.colorado.edu .  You can also check the People page of most departments to learn more.  If you think they meet the criteria, email us at [email protected] with their name and we will verify it for you.   The Honors Program makes the final determination on the eligibility of faculty members to serve.   Departmental approval of a committee member will still require verification by the Honors Program.

More about the different committee roles

Thesis advisor.

There are three positive signs that a professor might make a good thesis advisor for you: They are well-versed in the particular field of study you wish to investigate, you’ve taken or are taking a class or lab with them and are doing well, and you like them as a person and would be excited to work with them.  You will be working closely with them throughout the project, so a good working relationship is very beneficial.

When you meet with prospective thesis advisors, don’t be afraid to ask for what you need. Be direct - ask how often they'd be willing to meet with you, how many drafts they'd be able to read and critique, and what kinds of expectations they would have of you. They will probably also have questions for you about why you'd like to write a thesis, what you hope to get from the process, and why you'd like to work with them.

If you're having trouble finding a thesis advisor, talk to your Honors Council representative.

Honors Council Representative

The Honors Council is a body of faculty made up of representatives from each Honors Program-participating department within the College of Arts and Sciences. Honors Council Representatives are responsible for making sure students follow the policies, procedures, and deadlines set forth by the Honors Program, as well as any additional policies and procedures the department has enacted, such as thesis format, research methods, and thesis class requirements. When planning to write a thesis, you should always start by contacting one of the Honors Council Representatives for your major to talk with them about your proposed project and to learn what policies and procedures you must follow.    In some departments, there is only one Honors Council Representative, and in that case, they will be serving on your committee.  In other departments, there may be several that you could work with, or there may be specific representatives for different major tracks. 

To see who the Honors Council Representatives are for your major department, and to learn more about any departmental requirements on top of what the Honors Program has set, please click here.

The Honors Council meets in April and November to award honors designations, first in divisional subcommittees and then as a full council.  Please note that, since the Council does not meet in the summer, you cannot defend a thesis and be eligible to be awarded Latin honors for a summer graduation.  You either need to defend in the fall or spring before you graduate.  

Outside Reader

If you are writing a departmental thesis (in other words, a thesis in your major), you will need an Outside Reader.  The primary role of an Outside Reader is to make sure that your thesis is held to the same high standards as theses in other departments.  So, the faculty member you choose as your Outside Reader needs to be from outside your major department.  This way they can provide that checks-and-balances piece of the puzzle so that we can confidently say that a Sociology thesis is held to the same standard as a Physics thesis, and Ethnic Studies, and Economics and so on.

At a minimum, the faculty member should be prepared to read and provide feedback on later drafts of your thesis and attend the defense.  However, if the Outside Reader's field of study touches on your topic or needs, they may be able to provide more support.  For example, if you feel that you could use some extra help in your writing, you could look for an Outside Reader from the Program for Writing and Rhetoric.  Or, if you were an Art major working on a project analyzing historic art pieces, it might be beneficial to ask a faculty member from the History department who specializes in the period of history you're studying to serve as your Outside Reader.

Additional Committee Member

If you're writing a General Honors thesis, you will select an additional committee member instead of an Outside Reader.  Since your topic is interdisciplinary, it is common for you to have a thesis advisor from one of the disciplines and an additional committee member from the other, but this is not required.  Due to the nature of your project, you are welcome to select any eligible faculty member, including faculty from the Honors Program, the Program for Writing and Rhetoric, or any other major department at CU Boulder.  To determine eligibility, please see the "Eligibility Requirements" section above.  Some suggestions on how to choose your Additional Committee Member:  You may choose someone that you feel would be a key contributor to either the content, structure/writing, or process of your project that you work well with, or you could select someone that will step in towards the end of your project to read your final draft(s) and participate in the defense, or any other criteria you feel would most benefit your project.  Please see the section above titled, "Faculty Eligible to Serve" for more details on verifying a potential committee member's eligibility.

If you're writing a departmental thesis, you may also wish to add additional committee member(s).  These members must meet the same eligibility criteria as all your other members.  Keep in mind that the more members that you add, the more people you'll have to coordinate with when it comes time to schedule your defense.

Advice and Resources for Mathematics Graduate Students

Finding a Thesis Advisor

Choosing an advisor is a critical decision you will face in graduate school. It is normal to sometimes feel overwhelmed by this choice. Still, there are many specific things you can do to make the process less stressful. It is hard to give general advice, because every student is different. Nonetheless, in this document, I will give some “generic advice” culled from talking with students through thirty years of finding advisors. You should get advice from many people; much of it may be contradictory, so you’ll have to pick what fits you best. For this reason, my advice list is followed by further advice from some professors and (current and former) graduate students.

• You can change your mind: Remember that choosing an advisor is not a final, immutable decision. Sometimes it is important to get going with someone , even if your interests later change and you wind up working more closely with someone else.
• You are an individual: The right advisor for your office mate might be the wrong advisor for you. How much independence do you want/need? How much support do you want/need? Every advisor has their own style, just like every student does. Ask other students about their meetings with their advisors: do they meet every week? Do they have to find their own problems? Are they comfortable discussing a personal topic? Have they been offered financial support? Can they work on whatever they want or are they expected to focus on specific things suggested by their advisor? Different students may have different experiences with the same advisor, but it is good to hear as many perspectives as possible on the professors you are considering.
• Do not compare yourself to others:  Although it is wise to get working with someone as soon as possible, some students, especially those who have taken less math in college or who came to math late, will need more time to get through the QR process. This is fine. Do not panic just because peers have found an advisor and you haven’t.
• Choose the person, not the topic: Most students do better choosing a person (within some broad area, for example, algebra or PDEs, say) whose style of mathematical communication they like/understand/relate to/admire/respect on a personal level. Students who are already committed to a specific specialized topic may struggle to find an advisor willing to advise them on that subject, or may later decide that they don’t get along personally with the one faculty member in that speciality.
• Talk to professors : Coming to office hours, attending seminar and colloquium dinners, tea, other social events, are great ways to get to know potential mentors on a personal and mathematical level. Ask them what their students are working on. Ask them about their favorite theorem, or their favorite colloquium talk. Snoop around professor’s web pages, arxiv postings, math genealogy listing—all these can provide possible topics of conversation. Successful mathematicians have many mentors and contacts—not every conversation has to be a high stakes advisor-courting one.
• Take courses with homework:  Alpha and beta courses provide ready-made reasons to talk regularly to faculty. Usually, 500 and 600 level courses are more effective at getting students going in research than the enticing 700 level courses where the goal might be “exposure” to a highly specialized area rather than training in techniques.
• Talk to more people: The Chair of the Doctoral Committee or AIM Director are officially charged with helping you find an advisor. Ask for advice! Ask about specific people, styles, former students, etc.  Ask other students, ask alumni, ask post-docs, ask your undergraduate mentors or current professors about how they made this choice or what they know about who might be a good advisor for you.
• Don’t believe everything you hear:  Students often get discouraged because “they heard” that Professor Z is not taking any more students, or that Professor X expects his prospective PhD students to complete every exercise in Textbook Y before being approached to serve as a mentor. Find out for yourself! Often, the story is quite different from what “you heard.”
• Go to junior colloquium : here you will see what professors are doing, and also meet students who will have insight/advice/opinions about different advisors. Do not restrict yourself only to those meetings you think are in an area of interest! Go to all. Be open-minded. Be broad. Strong mathematicians are familiar with what is happening outside their own narrow expertise. And you might find an advisor in an area you didn’t expect.
• Make a habit to attend and give talks : Regularly attend colloquia. Become part of a student seminar community or create your own. Attend a regular seminar in your area of interest, and try to learn something from each talk, even if you barely follow the first five minutes. It will get easier. It takes babies 2 years or so to learn the language of their parents;  I think it’s about the same for students to learn the language of a seminar. Socialize with participants. Take advantage of subsidized dinners!
• Pick someone sooner rather than later : It is never a waste of time to get going on learning some good math. It is a great idea to read some material suggested by a professor (or tentative advisor) in the summer, ideally even meeting with them regularly.  Everyone will be more committed if it is clearly an “ advising relationship ”, even a tentative one. Even realizing that this subject or person is not right for you is progress toward finding your advisor.

Advice from PhD Students on Studying for QR Exams

Tips on Finding a Primary Thesis Advisor

Here are some tips for finding and approaching a potential project advisor.

• Do online research to scout potential advisors and projects: Read a prospective advisor's website, paying particular attention to recent or ongoing work done with students. Familiarize yourself with the work they do before you meet with them.  
• Attending research seminar talks:  Seminars such as the Symbolic Systems Research Seminar (SYMSYS 280, 1 unit S/NC only, repeatable, offered Autumn, Winter, and Spring Quarters) and other department-based seminar series are good places to learn about faculty research, and you may want to speak with them afterward about current opportunities for students to work with them.
• Talk to other students: Ask in-project students about their project advisors, research groups, and how they found their thesis advisor.
• Take a course and go to office hours: Your primary advisor will ideally be someone with whom you have taken a course. Generally, enrolling in smaller seminars is recommended as seminars provide more opportunity for interaction and discussion. Take advantage of office hours to get to know the faculty member better and potentially start a conversation about their area of study and your own research interests. The best courses for leading into a research relationship are graduate courses with a research project component.
• Talk to faculty on an informational basis before you ask to work with them: Most faculty are willing to talk about their research during their office hours, but you should approach this with as much information before the meeting as you can get (e.g. by reading their website and published research ahead of time). It is okay to talk about your own interests, but you should relate them to what you know about the professor with whom you are meeting, and ask questions before deciding that this is someone you want to work with.  
• Do Independent Research/Independent Study courses and/or limited commitment research projects with faculty before asking them to commit to being your thesis advisor : Once you have established a common research interest with a faculty member, through informational meetings and prior reading, you can ask a faculty member if they are willing to supervise you to do a one-quarter project with a well-defined goal, which might serve as a lead-in to a thesis project. Ideally, this should be something that will be useful to the faculty member regardless of whether it continues past this stage. Good research and communication style/personality fit is important, and both you and a prospective advisor will be in a better position to judge this after working together for a while. It is best to do this early in your M.S. career, before the PAS is due.
• Ask for recommendations: Some faculty may be unavailable because they have too many advisees already, have other commitments, or may have planned leaves of absence. If a faculty member is unavailable to serve as your advisor, you may ask them if they can recommend another potential advisor, and then you can repeat the process.    
• Get to know others who are working with a prospective advisor: Through further discussions, you can ask a faculty member about joining lab meetings, and/or see about working together with others (graduate students, postdoctoral scholars, or other collaborators) who are working with the person you are interested in advising you. Your M.S. project may wind up being a collaboration with one of these people, with the professor supervising both/all of you and your collaborators.
• Follow up: you may need to follow up a few times if you do not get a response to your first email. Find out their office hours or make an appointment to discuss whether they are willing to serve as your advisor.  

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Working With Your Thesis Advisor

Your thesis will be an integral part of your graduate education, and your advisor will no doubt become your greatest facilitator during your thesis writing process. Your advisor’s job is not only to calculate your final grade but also mentor you and foster your growth as an effective writer and researcher. Before you begin to develop any kind of working relationship with an advisor, there are certain items you should consider.

To begin, realize that your thesis is not the only research paper that your advisor will be reading, and above all, is dealing with time constraints also. Preparedness is the key to developing a positive working relationship with your thesis advisor.

First and foremost, during your school selection process, search for an advisor whose research is in your area of interest. At this stage, networking with other graduate students is crucial. Learn how their relationship is or was with potential advisors. Inquire about the advisor’s style – is he or she more interested in frequently meeting with the student or does he or she favor a more independent student approach? Is he or she more prone to hand out ready-made topics or is he or she interested in individually developing topics with students.

Other items to consider while searching for a thesis advisor: What is the average length of time that their graduates needed to obtain their master’s degrees and PhDs? How high is their students’ drop out rates? How long have they been advising? Some individuals feel more comfortable with an advisor who dons years of research work experience, while others prefer the fresh approach of someone with less experience. Ultimately, it comes down to personal style.

You’ve done your background check, you’ve made your school selection and you’ve been introduced to your research topic and your advisor, but you’re not quite sure of what direction your thesis should take. The time has come to set up an appointment with your advisor. To begin, you may want to set up a regular meeting schedule. In doing so, you will stay focused and motivated, and your advisor will be familiar with your progress.

Time is precious for you and for your advisor, so prepare for your meeting with an agenda of what you wish to discuss with him or her. Develop a list of topics you want to discuss, and decide what are you seeking to obtain from your meeting. Prior to your next meeting, summarize your progress since your last meeting and have notes handy from that meeting also. Be prepared to write during the meeting; our brains are not human tape recorders, and you won’t remember every recommendation and suggestion that your advisor provides. Moreover, it is a good idea to rewrite your notes shortly after leaving the meeting. If you wait several days, your notes may seem unintelligible. Rewrite them while the discussion is still fresh in your mind.

Lastly, your thesis advisor is human; you may not agree with his suggestions every step of the way. Maintain open and honest communication. If there is an area of disagreement, discuss it with him or her. Don’t let negative feelings fester. This is a learning experience for both of you, and you want to be certain that it remains a pleasant and fruitful one!

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Faculty: Guide for Thesis Advisors

The following guidelines are provided for faculty who have been asked to serve as thesis advisors for candidates for the Bachelor of Philosophy (BPhil) degree.

This degree is conferred jointly by the David C. Frederick Honors College and the candidate's primary school of admission (e.g., Arts and Sciences, Engineering, Nursing, etc.). In most cases the degree title of "Bachelor of Philosophy" replaces the standard bachelor's degree a student would receive, but some schools (e.g., Engineering and Nursing) retain the standard degree title jointly conferred by that school and the Frederick Honors College. Specific questions about the degree title should be referred to David Hornyak in the Frederick Honors College.

All candidates for the BPhil degree must satisfy the general degree requirements (curricular requirements) and the special degree requirements (independent scholarship).

General degree requirements

Students must complete the degree requirements of their primary school of admission and complete a program of study demonstrating that the student has not only met but also exceeded the requirements for a standard undergraduate departmental degree. This includes having a 3.50 cumulative GPA to apply for admission to BPhil degree candidacy (successful BPhil degree recipients in recent semesters have had an average GPA of 3.88).

In general, it is expected that the student’s curriculum will reflect significant breadth, depth, or focus around a coherent intellectual theme.

Special degree requirements

These requirements are to be met by the completion of a thesis. A student presents and defends their thesis before a faculty examining committee selected in conjunction with the thesis advisor. It is the expectation that the thesis advisor provides the student with the same research/scholarship experience as graduate students in the thesis advisor's academic discipline and that the final thesis document be at least of the same caliber as a graduate thesis in the discipline.

The Frederick Honors College divides the progress of a thesis into the following three rough stages:

• Development of the project;
• Research and writing of the thesis; and
• Presentation and examination of the completed thesis.

Development of the project

During this stage, the thesis advisor should work closely with the student in developing a research topic and a plan for investigating it. Since the thesis will in many cases be the first substantial piece of independent scholarship the student has produced, the thesis advisor may need to provide the student with general assistance in research methods and strategies; in particular, the advisor should help the student to frame a question of reasonable scope. Moreover, the advisor will be invaluable in assuring that the work the student seeks to undertake is truly independent and of similar caliber to that of a graduate student within the thesis advisor's academic discipline.

The advisor and student should develop a reasonable chronology, setting a number of short- and long-term deadlines for the completion of various stages of the project. This is an especially important role for the advisor since novice researchers may lack reliable intuitions as to the length of time that any particular part of the project is likely to require.

The advisor should take time to review the courses the student has yet to complete and to recommend other courses (within or outside the advisor’s department) that could be of benefit to the student. The advisor should also recommend other faculty with whom the student might consult as the details of the project become clearer. Once the project plan is in place, the student applies to be admitted into BPhil degree candidacy in the Frederick Honors College.

Research and writing of the thesis

The advisor should be available to meet regularly with the student to evaluate the progress of the student's research, to discuss the problems that inevitably arise, and to provide whatever encouragement or direction proves necessary. These meetings should naturally evolve into regular meetings to review the student’s progress in writing the thesis. At this stage, too, the advisor may suggest that the student pursue additional formal course work in areas where further thought or expertise would be helpful.

It is the advisor’s responsibility to approve the student’s final draft of the thesis as complete prior to review by the examining committee. As previously noted, the thesis should be of similar caliber to that of a graduate thesis within the faculty member's academic discipline. If the thesis advisor believes the student will not be able to defend the thesis successfully, the thesis advisor should stop the process at this point and not send a final draft of the thesis document to the examination committee.

Presentation and examination of the completed thesis

Before the student completes the thesis document, the student and advisor should begin to choose an examining committee. The thesis advisor has final authority over the composition of the examining committee. The committee will consist of four faculty members with relevant expertise: the thesis advisor, two University of Pittsburgh examiners, and an additional examiner from another institution. The thesis advisor assumes the role of the committee chair and is responsible for arranging the logistics of the examination.

The external examiner may participate in the defense remotely or they may travel to Pittsburgh to participate in person. The Frederick Honors College will reimburse the cost of travel and lodging for an external examiner who is traveling to Pittsburgh for the defense.

The format for the presentation and examination is similar to that of a master’s or doctoral defense. The student presents an overview of their work in a speech open to the public in addition to the examining committee. Following a brief period during which the public may ask questions, the committee examines the candidate privately. The chair of the committee is responsible for dismissing the public and for convening and ending the examination. The chair also has charge of the ETD Approval Form and must secure the signatures of the committee.

Additional information

Thesis advisors may also find useful information on the  Thesis Defense and Graduation Procedures  page.

Graduate School

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Student and Advisor Responsibilities

Responsibility

A thesis is required for all programs leading to a Plan A master’s degree, and a dissertation is required for the doctor of philosophy degree. This manual was written by the Graduate School to help you and your committee members to prepare theses and dissertations. Its purpose is to define uniform format standards. The word “thesis” refers to both the thesis and the dissertation unless otherwise noted.

Advisor’s Responsibility

Your advisor serves as a mentor both while you are doing the thesis work and while the results of that work are prepared for the thesis. Although you have primary responsibility for the content, quality, and format of the thesis, the advisor and the Graduate Advisory Committee must be consulted frequently. They approve the final document before it is submitted to the Graduate School. Advisors are particularly asked to insure that the abstract summarizes clearly and concisely the major points of the thesis.

Student’s Responsibility

Your are responsible for making all arrangements for the preparation and submission of the thesis as well as any additional copies required by the department. you should also consider the following:

1. Consult a style manual approved by your department for correct format for quotations, footnotes, and bibliographical items. 2. Refer to the Graduate School Thesis and Dissertation Formatting Guide for guidelines regarding correct format for thesis presentation (including illustrative materials). 3. Edit draft for correct sentence structure, grammar, paragraphing, punctuation, and spelling. 4. Prepare tables in the form in which they are to be printed. 5. Furnish numbering and legends for all tables and illustrative materials. 6. Proofread final copy and check to see that corrections are made accurately. 7. Present a copy to the Graduate Advisory Committee for their review. 8. Submit the final committee approved version electronically.

QUESTIONS YOU MAY WANT TO ASK BEFORE CHOOSING A THESIS ADVISOR

(Prepared with graduate and advanced undergraduate students in mind.)

by Dr. Annette Matheny

Questions to ask yourself

• Where do I want to be in five years? In ten years?
• What is most important to me - my work environment or my intellectual interest in a field?
• Do I need direction and motivation from an advisor, or do I prefer to work independently?
• Do I need to feel comfortable talking to my advisor?
• Is the field I choose easily adaptable to other fields?
• Do I prefer to work in a group or on my own?
• Do I want to work primarily with computers?
• Will the project be purely theoretical, experimental, [field-based,] or a combination of both?
• Do I want to start a family in the next five years?

Questions to ask members of the group or the prospective advisor

• How stable is the advisor’s funding?
• Do students help to write grant proposals?
• Do I get to choose my own project or do I work on the principal investigator's (PI) project?
• How involved is the PI in the research?
• Does the PI have favorites? Does the PI neglect or give very little attention to some members of the groups?
• Are students backed by the PI when they run into departmental politics?
• Does the PI treat male and female students with the same respect as far as their intellectual abilities are concerned?
• Does the PI promote your work or claim it as his/her own?
• Does the PI work with you towards your career, or are you on your own?
• Where have previous students gone?
• How long does it typically take to get a PhD in the group?
• What kind of work can I expect to find after graduation if I specialize in this PI's area of research?
• Do students publish and attend conferences all along, or only at the end of their research?
• Does the PI give you tools or am you on your own to develop research capabilities?
• Does the group meet regularly for group meetings or lunches?
• Are the group members competitive or cooperative?
• Does the group collaborate with other groups?
• Will I need to travel to do my research? How will that affect my lifestyle?
• Does the PI have tenure?
• What amount of course work is expected/discouraged after joining the group?

Questions to ask other Professors and senior-level graduate students.

• What is the advisor’s professional reputation?
• Is the advisor close to retiring, or in poor health?

Suggestion: Do a literature search of the prospective advisor's publications.   Do they seem interesting to you? Also find papers from the group’s graduate students.

Created by Dr. Annette Matheny, Center for Naval Analysis, Alexandria, Virginia, in conjunction with the Central Illinois Chapter of Association for Women in Science, 202 Coble Hall, MC-322, 801 S. Wright Street, Champaign, IL 61820.

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Expectations & Responsibilities of Students, Advisors, and Graduate Groups

Responsibilities of the student.

Good mentoring practice entails responsibilities not only of the advisor but also of the student. When a student enters a doctoral program, that student commits time and energy necessary for research leading to a dissertation that makes a substantial and original contribution to knowledge. It is the responsibility of the student to conform to University and program requirements and procedures. Although it is the duty of the advisor to be reasonably available for consultation, the primary responsibility for keeping in touch rests with the student. The student’s responsibilities include the following:

• Becoming familiar with, and adhering to, the rules, policies, and procedures in place in the graduate group, home school, and the University as outlined in available resources such as graduate group student handbooks/web sites, the Pennbook , and important University policies including the Academic Rules for PhD Programs and  the Code of Academic Integrity .
• Knowing and following the rules and policies of the graduate group and the University. Adhering to all deadlines and policies regarding registration, leaves of absence, limitations on time and recertification, dissertation submission and graduation as listed in the Academic Rules for PhD Programs , PhD Student Leave of Absence Policy , Family Friendly Policies for PhD Students , and other University policies.
• Selecting and planning an original research topic that can be successfully completed within the expected time frame for the degree program; in some cases, this will be done in consultation with the dissertation advisor.
• Preparing a research plan and timetable in consultation with the advisor as a basis for the program of study, including any proposed fieldwork.
• Learning and adhering to responsible conduct of research standards for their field, as well as the Principles of Responsible Conduct for Research at the University .
• Acquiring the necessary health and safety skills for undertaking the proposed research.
• Meeting with the advisor when requested and reporting regularly on progress and results, including informing the advisor of any significant changes that may affect the progress of the research.
• Establishing a dissertation committee, with the assistance of the advisor, early in the dissertation stage, as required by the graduate group.
• Keeping advisors informed on how the student can be contacted.
• Maintaining good records of each stage of the research.
• Be a good citizen of the research group, laboratory, department, or other entity that requires cooperation from its members (e.g., lab chores).
• When appropriate, planning to seek additional funding as needed well in advance.
• Thinking critically about career trajectory and mindfully pursuing opportunities to support career goals, for example, through teaching, publishing, presenting, externships, etc. (See Appendix A: Skill Building for more information.)

Following all necessary steps when preparing to complete and deposit the dissertation and graduate as outlined by the Graduate Degrees office .

Responsibilities of the Faculty Advisor

Within the context of their role as advisors, a faculty member’s primary task is to guide and inspire their students to reach their scholarly potential. At the same time, each advisor must try to ensure that each student is in compliance with the University’s rules and regulations for PhD education . The advisor should promote conditions conducive to a student’s research and intellectual growth and provide appropriate guidance on the progress of the research and the standards expected.

Good mentoring practice includes the following:

• Guiding the student in the selection and planning of an original research topic that can be successfully completed within the expected time frame for the degree program.
• Establishing with the student a realistic timetable for completion of various phases of the program.
• Being accessible to give advice and provide feedback, while also establishing for the student a realistic timeline for receiving feedback. Feedback should be professional and constructive and provide concrete guidance for improvement.
• Ensuring that students have an understanding of the relevant theories and the methodological and technical skills necessary for the research, including provision of information through an ethical review process where applicable.
• Ensuring that students adhere to responsible conduct of research standards for their field.
• Establishing with the student a dissertation committee early-on in the dissertation stage (e.g., after the qualifying exam) and ensuring that the committee meets with the student at least once a year, as a committee, and provides an annual written report of the student’s progress.
• Making arrangements to ensure continuity of supervision during leaves or an extended period of absence.
• Encouraging participation in graduate group seminars and colloquia.
• Encouraging and assisting students to attend and present work at local, national, or international conferences and to publish their work in appropriate journals.
• Advising on matters of career options, job market, preparation of the CV, and strategies for launching a career in research and/or referring students to relevant career and professional development resources on campus.
• Contributing to the student’s professional development through letters of reference and general advice.
• Advising the student on seeking additional funding, as needed.
• Ensuring that the research environment is safe, equitable, and free from harassment and discrimination.
• Avoiding personal or business relationships that may constitute a conflict of interest.
• Being sensitive to academic needs and concerns that may arise for international students, students from underrepresented groups, students with disabilities, and/or students with family responsibilities.
• Communicating in a timely manner if the student’s academic performance is not meeting expectations, providing an outline for what actions need to be taken in order to return to academic good standing, and a timeline for doing so. While dealing with inadequate academic performance can be difficult, it is in no one’s best interests to prolong a program of study if success is unlikely.
• Providing timely feedback on dissertating students’ annual progress reports, and using that feedback as the basis for a mark of S or U on students’ dissertation status courses.
• Serving as an advocate for the student.

Students sometimes experience personal difficulties. These can include family difficulties, problems in personal relationships, cultural adjustments, financial pressures, medical issues, and problems associated with employment. The importance of these various problems should not be under-emphasized. Advisors should not act in a counseling capacity with their students, nor should they intrude into the personal lives of their students with unwanted advice. However, advisors should try to ensure that their relationships with students are such that students will be comfortable telling advisors if they are having significant personal difficulties. Advisors should be aware of appropriate campus resources and make referrals as needed, and consider accommodations such as adjusting deadlines where appropriate.

Responsibilities of the Graduate Group

The graduate group chair, the graduate group coordinator, and other support staff play key roles in the lives of graduate students. The graduate group must endeavor to create an environment within which scholarly work by graduate students can flourish, and problems can be resolved in an effective manner. Students should take the time to get to know the graduate group administrators. In this way, students can stay current with regulations and graduate group activities and events.

Responsibilities of the graduate group include the following:

• Producing a handbook and/or web site that outlines program requirements, regulations and procedures, financial support and information on faculty members and their area of research/expertise. If requirements change, past versions of the information should be maintained for students admitted under the previous requirements.
• Ensuring that program requirements align with University Academic Rules for PhD Programs and all other University requirements.
• Having procedures in place to facilitate the search for an advisor and to allow a change in advisor in the unlikely event that this becomes necessary.
• Establishing an effective communication system with graduate students (i.e., mailboxes and/or e-mail lists) and workspace, where possible.
• Providing orientation sessions for both new and continuing students. Information conveyed in these sessions should include: overview of program policies and requirements, areas of faculty expertise for research supervision, expected performance and timelines for completion of degree requirements, intellectual property policies, publication and authorship issues, scholarship/funding information, information on policies regarding the proper conduct of research, sexual harassment, safety and workplace regulations, and procedures for complaints and appeals.
• Providing responsible conduct of research training as appropriate for the field.
• Ensuring that the student’s dissertation committee meets University guidelines and that the membership is documented in the student’s official University record. 
• Ensuring that the dissertation committee meets once a year and that a record of the annual written progress report is kept.
• Ensuring that dissertating students receive a mark for dissertation status courses.
• Providing a mechanism for resolving problems, which may arise between graduate students, advisors and/or members of the dissertation committee.
• Establishing a graduate group appeals process to review formal complaints from students.
• Ensuring a safe, equitable and fair working environment for students and informing them of all relevant safety and work regulations.
• Disbursing financial support in a fair and equitable manner that is consistent with the graduate group’s funding policy.
• Being knowledgeable about University resources in place to support students, and making referrals when appropriate.

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• Advising Senior Theses

Every thesis writer and thesis project is unique, and arguably the single most important thing that you can do as a thesis adviser is to get to know your student well and to be supportive and attentive as they work towards their spring deadline. The amount of structure that different concentrations offer their students can also have a significant impact on how you think about your role as an adviser. In some cases you may feel like an extension of the department’s undergraduate office, encouraging your student to follow its well-articulated pathway towards completion and nudging your student to heed (albeit perhaps with some discretion) its recommended proposal or draft deadlines. In other cases you may be the one responsible for translating the concentration’s somewhat vague guidelines into an actionable roadmap of recommended thresholds and dates. It’s well worth establishing a healthy line of communication with the concentration’s undergraduate office (and with anyone else involved in advising your student’s academic work) from the start of your advising relationship.

Regardless of the precise structure and obligations surrounding your position as an adviser, there are a number of things which you can do to help just about any student have a meaningful, and successful, experience with the senior thesis. Here are five key contributions which you can make:

Manage expectations

In an ideal world, every student would enter the thesis process fully prepared for every aspect of scholarly work. They all would know how to ask an analytical question suitable for a 60- or 100-page paper, how to find relevant data, how to draw lucid figures, how to format every footnote or methods section, … . Likewise, we might wish that every thesis topic lent itself equally well to the particular constraints of Harvard’s resources and academic calendar. If only that essential cache of Russian manuscripts existed in a published English translation in Widener! If only this experimental protocol took two weeks rather than four months! In reality, however, every thesis involves some compromise—perhaps significant compromise. One of your most important jobs as a thesis adviser is to roleplay your student’s future audience, and to help your student understand that the most successful theses ask questions that are not only meaningful, but that can be answered at least somewhat plausibly by the set of skills, resources, and time that is available to a Harvard undergraduate. Insofar as a student is determined to tackle a dissertation-sized question, the adviser can at least remind the student that it will be important to frame the results as a “partial” answer or a “contribution towards” an answer in the introduction.

Encourage self-knowledge

As with the previous point about managing expectations, it is important that an adviser be able to remind their student that the senior thesis is not, and will not be, the moment when students magically become “better” people than they already are. Students who have been night owls during their first three years of college are unlikely to transform miraculously into the type of scholars who rise at 6am and write 1000 words before breakfast—no matter how much they yearn to emulate some academic role model. Students who have participated actively in a sport or other extracurricular are unlikely to be able to simply recoup those hours for thesis work—cutting back three hours/week at The Crimson is at least as likely to translate into three more hours spent bantering in the dining hall as it is into three hours spent poring over the administrative structure of the Byzantine Empire. The point is that students can benefit from being reminded that they already know how to do the kind of work expected of them on the thesis, and that it may be counterproductive—if not downright unhealthy—to hold themselves to new or arbitrary standards.

Motivate to start writing early

With relatively few exceptions, most of the writing projects assigned in college are sufficiently modest that students can wait to start writing until they have figured out the full arc of what they want to say and how they want to say it. It’s possible, in other words, to plan and hold the entirety of a five-page essay in one’s head. This is simply not true of a senior thesis. Theses require the author to take a leap of faith—to start writing before the research is done and long before they know exactly what they want to say. Students may be reluctant to do this, fearing that they might “waste” precious time drafting a section of a chapter that ultimately doesn’t fit in the final thesis. You can do your student a world of good by reminding them that there is no such thing as wasted writing. In a project as large as a thesis, writing is not merely about reporting one’s conclusions—it is the process through which students come to figure out what their conclusions might be, and which lines of research they will need to pursue to get there.

Model strategies

While academic research and writing can and should be a creative endeavor, it is also undeniably true that even professional scholars draw upon a relatively constrained set of well-known strategies when framing their work. How many different ways, after all, are there to say that the conventional wisdom on a topic has ignored a certain genre of evidence? Or that two competing schools of thought actually agree more than they disagree? Or that fiddling with one variable has the power to reframe an entire discussion? Students may struggle to see how to plug their research into the existing scholarly conversation around their topic. Showing them models or templates that demystify the ways in which scholars frame their interventions can be enormously powerful.

Keep contact and avoid the "shame spiral"

As noted above, the senior thesis is a long process, and while it’s rarely a good idea for students to change their work habits in an effort to complete it, it is important that they be working early and often. Occasionally students do become overwhelmed by the scope of the project, and begin to feel defeated by the incremental nature of progress they are making. Even a good week of work may yield only a couple of pages of passable writing. Ideally a student feeling overwhelmed would come to their adviser for some help putting things into perspective. But for a student used to having a fair amount of success, the struggles involved in a senior thesis may be disorienting, and they may worry that they are “disappointing” you. For some, this will manifest as a retreat from your deadlines and oversight—even as they outwardly project confidence. They may begin bargaining with themselves in ways that only serve to sink them deeper into a sense of panic or shame. (“I’m long past the deadline for my first ten pages—but if I give my adviser a really brilliant fifteen-page section, he won’t mind! Surely I can turn these four pages into fifteen if I stay up all night!”) One of the best things that you can do as an adviser is keep contact with your student and make sure to remind them that your dynamic is not one of “approval” or “disapproval.” It is important that they maintain a healthy and realistic approach to the incremental process of completing the thesis over several months.

For more information...

The Art of Thesis Writing: A handout for students

Harvard's Academic Resource Center on Senior Theses

Senior Thesis Tutors at the Harvard College Writing Center

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How to Choose a Thesis Advisor

Choosing a thesis advisor is the most important decision of your life--perhaps more important than choosing a spouse--because your choice affects everything you will do in your career. Indeed, choosing an advisor is similar to getting married: it is making a long-term commitment. Unlike marriage, however, a good advising relationship should end successfully within a few years. Also, unlike husband and wife, the advisor and student do not start as equals. At first, the relationship is essentially an apprenticeship. But although you start as an apprentice, ideally, you should end as a colleague.

As you consider which professor might serve as an advisor, you should first formulate your goals in undertaking thesis research. A thesis demonstrates your ability to make an original, significant contribution to the corpus of human knowledge. Through your thesis project, you develop skills useful in any career: critical reading of the scholarly or scientific literature, formulation and solution of a problem, clear written and oral communication of the results. Furthermore, you learn the practices of a particular scholarly community: theoretical frameworks and experimental paradigms, publication processes, and standards of professional behavior. You learn how to present a paper at a seminar or a conference, and how to give and receive criticism.

You should seek a thesis advisor who can help you meet your goals, and whose working style is compatible with yours. Here are some specific steps that you can take to find an advisor.

Take a course with a potential advisor, possibly individual study. In an individual study course, you can learn about the professor's working style, with a limited, one semester commitment between you and the professor. The individual study course might involve directed reading, with the goal of producing a survey article that could serve as the basis for a thesis. Or the individual study course might involve a small project in the professor's laboratory.

Ask for copies of grant proposals that describe research projects of possible interest to you. A grant proposal states research problems, explains the importance of the problems in the context of other research, and describes recent progress, including the professor's contributions. Usually, a proposal includes references to journal articles and books that you can look up. You do not need the budget part of the proposal, which contains confidential information about salaries.

Consider working with two advisors. If you are interested in an interdisciplinary project, then you could engage two official advisors, one in each discipline. Even if you choose only one official advisor, you may occasionally seek advice from a second professor, who can provide an alternate perspective. Some departments institutionalize this practice by requiring that the chair of a doctoral committee be different from the thesis advisor. Discuss these arrangements with both professors openly, to minimize possible misunderstandings about each professor's role.

Interview a potential advisor. Before the interview, read some articles written by the professor so that you can ask intelligent questions about the professor's research interests. Prepare several questions such as the following.

What are the professor's standards and expectations for the quality of the thesis, such as the overall length? Will the professor help formulate the research topic?

How quickly will the professor review drafts of manuscripts? Will the professor help you improve writing and speaking skills? Will the professor encourage publication of your work?

Will the professor provide equipment and materials? Will the professor obtain financial support such as funds to travel to conferences or research assistantships? Will the professor help you find appropriate employment? Where have former students gone?

What will your responsibilities be? Will you write proposals or make presentations to research sponsors?

How frequently will you meet with the professor? The most common problem in the humanities and social sciences is insufficiently frequent contact with the advisor. I meet with each of my own thesis students individually for one hour each week, in addition to a weekly group meeting.

What are the obligations to the project funding source? How frequently are reports required? Are deliverables promised? Could publications be delayed by a patent filing? Are there potential conflicts of interest?

How will decisions on co-authorship of papers be made? In engineering and natural sciences, co-authorship is common, but practices vary by discipline. Sometimes, the advisor's name always goes last. Sometimes, the order of names is alphabetical. Sometimes, the first author is the person whose contribution was greatest.

Interview former students. Students who have graduated are more likely to answer your questions candidly than current students. Ask a potential advisor for names and e-mail addresses of former students, whom you can contact.

Was a former student's project unnecessarily prolonged? Did anyone not finish? Why not? Many projects suffer unanticipated delays. Occasionally, for various reasons--not always the advisor's fault--students do not finish theses and dissertations.

How were conflicts resolved? When you work closely with someone else, disagreements are inevitable. The key question is whether conflicts were handled respectfully, with satisfactory resolutions.

If you have a major conflict with your advisor, first attempt to find solutions within you department, consulting another trusted professor, other members of your committee, or the department head. Should you be unable to find a solution by working with people in your department, be assured that we in the Graduate College are available to help mediate conflicts. Fortunately, major conflicts are rare. It is most likely that you will enjoy a successful, intellectually satisfying thesis project.

Senior Thesis Advisor Selection Guide

Students should use this to identify thesis advisors who match their interests and possible thesis topics. This tool is organized by faculty issue and regional expertise.

Narrow your search for an advisor by selecting a policy area or region.

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Is Pfizer Stock Still a Buy After an Unexpected Setback?

• One of Pfizer's vaccine programs failed to demonstrate its utility.
• Its competitors had the same issue with their programs.
• However, this particular candidate was especially important to Pfizer.
• Motley Fool Issues Rare “All In” Buy Alert

Its long-term growth plan just hit a small bump in the road.

With Pfizer ( PFE -0.16% ) stock badly underperforming the market over the past three years, falling by 32% while the market rose by close to the same amount, the last thing shareholders want to hear is news of another setback. Alas, the latest stumble was a somewhat unexpected one, and now the company will probably not realize revenue from one of its programs.

But is the stock still worth buying in hopes of a recovery over the long term? To answer that question in more detail, let's put this setback into context.

The bull thesis is weaker now

The story of Pfizer's stock over the last few years is inseparable from the trajectory of its coronavirus vaccine, Comirnaty. In 2022, the vaccine contributed to a total of more than $100 billion in revenue, Pfizer's highest ever. Few thought that such heights were sustainable for the long term, but many, including yours truly, assumed that there would be considerable demand for annual booster doses.

That hasn't happened. The company only expects to make up to $62.5 billion in revenue for 2024. Sales of Comirnaty in the second quarter were just $195 million, down 87% from a year prior, and there's no expectation that they will resurge.

But even after the booster-shot argument for the stock's growth fell apart, the broader bull thesis rooted in the success of Pfizer's infectious-disease segment was far from dead. A combination shot against both seasonal influenza and the prevailing coronavirus variant could potentially bolster profits. With the convenience of one appointment to gain (temporary) protection against more than one illness, the draw to get vaccinated would be much stronger, which would support more sales.

Alas, that door now appears to be closing as well, for entirely different reasons. On Aug. 16, Pfizer and its collaborator BioNTech announced that a phase 3 clinical trial of their joint candidate to prevent COVID as well as two strains of influenza (flu A and flu B) had failed to prove that it generated sufficient immunity against influenza B. In this instance, the bar for "sufficient immunity" is set by other vaccines that are considered to be the standard of care against the same strains of the same viruses.

How big of a setback will these trial results be in terms of lost revenue, assuming the business doesn't find a way to salvage the program?

Per a report by Fortune Business Insights, the market for influenza vaccines could be worth as much as $17.7 billion by 2032, up from more than $7.9 billion in 2023. While the ongoing market for coronavirus jabs is more difficult to size appropriately due to its sharp contractions over the last year and a half, Statista estimates that by 2029 it'll be worth roughly $9.7 billion annually.

Pfizer would be splitting both markets with its competitors if it commercialized a combination shot. But as one of the vaccine market's leaders, it would probably bring in at least $1 billion in sales per quarter with its candidate. That means it might have just lost a chance at launching another blockbuster drug . There aren't any other comparable programs in Pfizer's pipeline right now.

What's more, the chances of it tweaking the candidate, then starting another series of clinical trials that ultimately lead to the vaccine's approval and commercialization, are not high. Competitors like Moderna , GSK , and Sanofi recently hit the same roadblock as Pfizer and BioNTech's candidate did with their respective flu-vaccine programs.

There's still likely a lot of growth on the way

The investment thesis for Pfizer is slightly weakened by its combination-vaccine struggles. But the projected growth of the company, and especially its oncology segment, is still sufficient to justify buying the stock.

With its ever-expanding collection of anti-cancer drugs, it expects to be treating twice as many patients in 2030 as the 2.3 million it treated in 2023. It also expects to have more than eight blockbuster oncology medicines in its portfolio by then, up from just five today. There should be plenty of products that bring in recurring revenue.

Aside from growth, the stock's valuation is currently on the cheap side, trading at a forward price-to-earnings (P/E) multiple of just under 11, based on analysts' estimates. That's far lower than the forward P/E of the S&P 500 , which is 21.6.

The Pfizer of today isn't a screaming buy, but it's still worth purchasing. As its new growth drivers come online, its current bargain price will disappear. Don't read too much into the setbacks with its combination-vaccine candidate; it has many other more lucrative programs in the works.

Alex Carchidi has no position in any of the stocks mentioned. The Motley Fool has positions in and recommends Pfizer. The Motley Fool recommends BioNTech Se, GSK, and Moderna. The Motley Fool has a disclosure policy .

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College of Agriculture & Natural Resources Department of Plant, Soil and Microbial Sciences

Phd candidate alexandra peña hernández successfully defended her thesis.

Dept of Plant Soil and Microbial Sciences - August 25, 2024

“Integrated strategies for improved management of cercospora leaf spot on sugarbeet,” working with lead advisor Jaime Wilbur and the MSU Sugarbeet and Potato Research Unit.

PhD candidate Alexandra Peña Hernández  successfully defended her thesis: “ Integrated strategies for improved management of Cercospora leaf spot on sugarbeet,” working with lead advisor Jaime Wilbur and the MSU Sugarbeet and Potato Research Unit .

Faculty, students and staff packed the room while Alex described her process of science and discovery—including many hours driving, working in the field, and a low-key flame thrower , which was attached to a tractor and drove over the crops to test the effects of extreme heat on sugarbeet leaf spot overwintering. “This project was a lot of work, Alex says, “but I have a great team and we all help each other.”

Alex came to PSM after getting her bachelor’s degree in biosystem and agricultural engineering in the College of Engineering here at MSU. “I had met Jaime during a senior design research experience and did an internship with an agronomy company” Alex said. “And that really helped me decide to go to graduate school.” Alex is Jaime Wilbur’s first PhD student to graduate since starting with PSM in 2018.

Alex, who started with an eye on a master’s degree in fall 2019, quickly made the transition to the PhD program. Alex’s plans include finishing up her project, getting married in October, and eventually working in industry or with the USDA. “It’s been such an amazing experience to work with this team,” Alex said.

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Architecture of Bioplastics: Mapping the Potential of Increased Biodegrability of Tapioca Starch Bioplastics on the Material Strength, Life Cycle Assessment, and Design Implications

Biodegradability and reuse of food waste are two ways that can close the unsustainable open loop of the production/waste cycle. This research examines the potential of using biomass-based bio plastic (renewable and bio-degradable) and food waste (waste-to-resource) to tackle the issue of dependency on fossil fuel-based material and the overburden of landfills. 

This thesis investigates the processes of a new range of material production and properties of the new renewable materials in architecture. Testing and fabrication of TPS (thermoplastic starch) and food waste is being conducted in the research to identify the properties and potentialities of the biomaterial. Lifecycle of materials is being examined in terms of its environment impacts and embodied energy. The future application of biodegradable materials for architectural interior spaces is being designed and proposed. The integration of building performance criteria and the material behavior is also being tested and analyzed to further project its future application in architecture. 

The intention is to prototype, and test physical and material test using bio plastic mixtures and document their material properties in terms of their design potential, stability and physical behavior within specific environmental context. The Life-cycle assessment of the material is being executed to optimize its environmental impacts and embodied energy. This along with the degradability of the material will aid in the development of the sustainable material and lead to the future application of biodegradable architectural features. 

Degree Type

• Master's Thesis
• Architecture

Degree Name

• Master of Science in Sustainable Design (MSSD)

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• Architecture not elsewhere classified